EDT520 Learner Inquiry Project
Engaging Adult Learners Through the Power of Curiosity
Project Description
This learner-inquiry project focuses on how to integrate additional educational technology tools and
interactive design elements to increase and/or facilitate the curiosity quotient of users’ experience with,
and the learning impact of, UMaine Extension educational resources. To accomplish this transition, it
seems that broadening our perspective, inviting diverse views, collaborating and sharing our ideas,
asking questions and listening to the questions of others will require a framework that allows the chaos
of creativity and change. Incorporating the concepts within systems thinking and deep design thinking,
as well as adult learning theory - specifically transformational learning theory - may provide that
framework. It also seems reasonable to imagine that, in order for us to support the development of
curiosity in the users of our educational resources, we would each be called to rediscover and further
develop our own sense of curiosity.
The specific end products will be reflections on the learner’s experience with systems thinking, deep
design thinking, and transformational learning theory before the final product - telling the story of their
learning journey, what brought them to where they are today in the context of learning as an agent of
growth and change. The story can be constructed and shared in a variety of ways using media of the
learner’s choice.
interactive design elements to increase and/or facilitate the curiosity quotient of users’ experience with,
and the learning impact of, UMaine Extension educational resources. To accomplish this transition, it
seems that broadening our perspective, inviting diverse views, collaborating and sharing our ideas,
asking questions and listening to the questions of others will require a framework that allows the chaos
of creativity and change. Incorporating the concepts within systems thinking and deep design thinking,
as well as adult learning theory - specifically transformational learning theory - may provide that
framework. It also seems reasonable to imagine that, in order for us to support the development of
curiosity in the users of our educational resources, we would each be called to rediscover and further
develop our own sense of curiosity.
The specific end products will be reflections on the learner’s experience with systems thinking, deep
design thinking, and transformational learning theory before the final product - telling the story of their
learning journey, what brought them to where they are today in the context of learning as an agent of
growth and change. The story can be constructed and shared in a variety of ways using media of the
learner’s choice.
Collaboration will be included throughout the experience, as will breaks that allow for exploration using tools to stimulate curiosity. Learners will be working with at least one other person, up to a
maximum of four on a team, depending on number of participants. Partners/teammembers will work
together to discuss readings and resources, act as peer readers for their partners’ reflections and offer
questions and observations in response. In short, they agree to be on the learning journey together.
This course of exploration would be best suited for a multi-session professional development offering that
included CEU's or other means of providing recognition for work done.
The intended students for this project are Extension educators and programming staff, those responsible
for creating and delivering educational resources to the general public. In the greater sense, though,
the entire Extension workforce are in a place of continual learning since we, as an organization, are
asked to be responsive to the needs and issues of our communities, so change is a given. This project,
then, is appropriate across the organization as we shift between learner and educator in our roles.
The informal learning environment of Extension is wherever the client is - formats that inlcude f2f, blended,
online, mobile - so the educator and content are called to be receptive, responsive, flexible, adaptable,
grounded in knowledge that is transferable, applicable in diverse environments, and culturally appropriate.
maximum of four on a team, depending on number of participants. Partners/teammembers will work
together to discuss readings and resources, act as peer readers for their partners’ reflections and offer
questions and observations in response. In short, they agree to be on the learning journey together.
This course of exploration would be best suited for a multi-session professional development offering that
included CEU's or other means of providing recognition for work done.
The intended students for this project are Extension educators and programming staff, those responsible
for creating and delivering educational resources to the general public. In the greater sense, though,
the entire Extension workforce are in a place of continual learning since we, as an organization, are
asked to be responsive to the needs and issues of our communities, so change is a given. This project,
then, is appropriate across the organization as we shift between learner and educator in our roles.
The informal learning environment of Extension is wherever the client is - formats that inlcude f2f, blended,
online, mobile - so the educator and content are called to be receptive, responsive, flexible, adaptable,
grounded in knowledge that is transferable, applicable in diverse environments, and culturally appropriate.
"Stay humble. Stay a learner."
Donella (Dana) Meadows
Donella (Dana) Meadows
Resources
I feel these resources could easily be used by learners, and the resources following that are
designated for learners would be just as useful for educators. Additional resources are included
at the end of this post - there were simply too many great ones on such rich topics to share just a few.
For educators:
designated for learners would be just as useful for educators. Additional resources are included
at the end of this post - there were simply too many great ones on such rich topics to share just a few.
For educators:
- ISTE Standards for Educators - International Society for Technology Education standards and
professional development to help ensure the educator is supporting self-directed learning. - Journal of Extension - a look at the current issue’s features, topics, and research. A good snapshot
of the range of Extension education and outreach. - Understanding and promoting transformative learning: A guide for educators of adults - review of
the book by Patricia Cranton (2006); excellent resource or refresher for educators. - The Donella Meadows Project - Academy for Systems Change; specifically, Meadows’ Must Reads
- 5 steps to using design thinking in ID - from the Association for Talent Development; interesting points on the creativity design thinking could bring to instructional design.
- Advanced Thinking in Digital Storytelling - by John Orech, teaches digital storytelling workshops for
Aurora University; this site has a broad assortment of resources.
- ISTE Standards for Students - standards and indicators for students. For this project, 'Empowered Learner',
'Digital Citizen' and 'Innovative Designer' are key standards. - www.extension.org - tools and professional development for Extension educators and staff; examples are
Concept Mapping Tool for Change, EdTechLN TweetUps. - Transformative Learning Theory - An Overview - concise overview of Jack Mezirow’s transformational learning
theory, with perspectives of transformative education (Robert Boyd) and social transformation (Paulo Freire). - The Human Current - blog and podcasts intent on creating understanding of complex systems.
- Three Approaches to System Thinking - blog
- Leaping into Design Thinking - podcast, Episode 28
- 8 Storyteller Techniques - written for public speaking but applicable to understanding the power of storytelling
no matter the medium. - Curiosity and Exploration Inventory (CEI-II) - 10-item scale created by Kashdan, T. B., Gallagher, M., & Silvia, P. (2009)
"Adult education presumes that the creative spark may be kept alive throughout life."
Eduard C. Lindeman
For learners - technology tools to create new knowledge:
- Deep Design Thinking - Widgets (Resources) - design thinking with approach based in learning, creating, and empathy; resources embedded within 'deep design thinking means' page.
- How to HyperDoc - a tool for educators that uses the Google suite of apps and provides opportunities
for collaboration, critical thinking and creativity. - Five Card Flicker - for supporting visual creativity and imagination by making stories out of photos.
- Visme - graphic design tool, great for creating infographics; free and premium versions
- Wakelet - allows users to collect and curate web-based content from multiple platforms; user-friendly
and visually creative. This tool reflects an M (or R?) in the SAMR framework due to its transformation of content
into a visual story that can be shared online, on multiple platforms. - Coggle - beautiful collaborative concept-mapping tool
- AnswerGarden - ‘minimalist feedback tool’ that can be embedded in a site, tweeted, used as a poll, to gather
feedback and generate discussion, or facilitate brainstorming. - Curious.com - a site whose mission is 'to connect the world's teachers with its lifelong learners.' Whether or not
this site is directly used to create new knowledge, its potential for unlocking creativity is based in learning for the sake
of satisfying curiosity. Free version, or upgrade $70/year.
By Sylvia Rosenthal Tolisano, Langwitches.org., (CC BY-NC-SA 2.0)
Discussion
The essential question of this project is
thinking in education.
Tools for Systems Thinkers - discussion of six concepts of systems thinking.
The 11 Law of Systems Thinking- another site with systems thinking discussions, grounded in business rather than education, but concepts are still relevant.
Kathy Schrock’s Guide to Digital Storytelling - specifically tools for digital storytelling
StoryCenter - sharing stories as a way to break down barriers to understanding
StoryCorps - building connection through sharing stories
The Kids Should See This - smart videos for curious minds of all ages
Advanced Thinking in Digital Storytelling - by John Orech, teaches digital storytelling workshops for Aurora
University; this site has a broad assortment of resources.
How Personalized Learning is Transforming Adult Education - podcast produced by Getting Smart, a learning
design firm; site hosts subject experts in education, including lifelong learning, using different formats.
How might we better engage the adult learner’s sense of curiosity?
Open inquiry is supported by the inclusion of systems thinking, deep design thinking, transformational learning
theory, curiosity and storytelling as ways to explore how we view the world, as we define our ways to function
and be in the world. No one person will experience or utilize these concepts and tools in exactly the same way,
and so they allow personalized learning, encouraging self-directed learning with each step.
theory, curiosity and storytelling as ways to explore how we view the world, as we define our ways to function
and be in the world. No one person will experience or utilize these concepts and tools in exactly the same way,
and so they allow personalized learning, encouraging self-directed learning with each step.
As we each become more familiar with seeing the connections inherent in systems thinking, experience the
quality of empathy within deep design thinking, allow the dissonance that leads to the possibility of transformational
learning, open up to the beautiful questions of our own curiosity, we inevitably remember our place in the ranks of
other lifelong learners. While we are all in this together, we each bring our own learning.
The learning objectives, demonstrated by a series of written, or otherwise recorded, reflections are understanding
of and familiarity with perspectives of systems thinking, deep design thinking, and transformational learning theory.
There is also specific time given to exploration and support of the learner's sense of curiosity, sometimes referred to
as one's 'curiosity quotient' or the level of intrinsic motivation to learn. Being a more subjective experience, this aspect
of the inquiry is more challenging to assess. The final product, a story of the learner's journey, is a way to synthesize
the learner's experiences and gain experience in the art of storytelling, both digital and otherwise. For it is through
storytelling that so much of learning, growth and change occurs.
Building in collaboration through a partner or small team allows for peer support and a way for each learner to
practice while learning new skills, receiving feedback and engaging in discussion, being open to questions as the
one asking and the one listening. The peer support may also provide the room to bring play into the learning
experience, something adults may have forgotten to include in their search for meaning-making.
Adult learners are most often willing learners, coming to the encounter with a purpose in mind and ready to be
engaged with the material and the process. For those learners who feel reluctant or, worse, ensnared it will be
important to build in curiosity breaks, allowing for self-directed exploration, and this will become part of their learning
journey story. The learning will still be important.
My hope is that this focus on big-picture thinking, with systems and deep design thinking along with the potential
within transformation learning, can be a catalyst to change. The shared stories that come out of the learning experience
have the power to keep us connected through change, a way to remind ourselves that we still belong even in the
midst of the unknown.
stories of their learning journey. Reflections will be shared with the educator, sharing with peers is optional
but encouraged. Final stories will be shared with the entire group in whatever way the learner chooses and
depending on the media selected. The following rubric will be used in support of learner assessment:
quality of empathy within deep design thinking, allow the dissonance that leads to the possibility of transformational
learning, open up to the beautiful questions of our own curiosity, we inevitably remember our place in the ranks of
other lifelong learners. While we are all in this together, we each bring our own learning.
The learning objectives, demonstrated by a series of written, or otherwise recorded, reflections are understanding
of and familiarity with perspectives of systems thinking, deep design thinking, and transformational learning theory.
There is also specific time given to exploration and support of the learner's sense of curiosity, sometimes referred to
as one's 'curiosity quotient' or the level of intrinsic motivation to learn. Being a more subjective experience, this aspect
of the inquiry is more challenging to assess. The final product, a story of the learner's journey, is a way to synthesize
the learner's experiences and gain experience in the art of storytelling, both digital and otherwise. For it is through
storytelling that so much of learning, growth and change occurs.
Building in collaboration through a partner or small team allows for peer support and a way for each learner to
practice while learning new skills, receiving feedback and engaging in discussion, being open to questions as the
one asking and the one listening. The peer support may also provide the room to bring play into the learning
experience, something adults may have forgotten to include in their search for meaning-making.
Adult learners are most often willing learners, coming to the encounter with a purpose in mind and ready to be
engaged with the material and the process. For those learners who feel reluctant or, worse, ensnared it will be
important to build in curiosity breaks, allowing for self-directed exploration, and this will become part of their learning
journey story. The learning will still be important.
My hope is that this focus on big-picture thinking, with systems and deep design thinking along with the potential
within transformation learning, can be a catalyst to change. The shared stories that come out of the learning experience
have the power to keep us connected through change, a way to remind ourselves that we still belong even in the
midst of the unknown.
Learner Assessment
Learner assessment will consist of products, collaboration, use of digital tools, and creation of individualstories of their learning journey. Reflections will be shared with the educator, sharing with peers is optional
but encouraged. Final stories will be shared with the entire group in whatever way the learner chooses and
depending on the media selected. The following rubric will be used in support of learner assessment:
Criteria
|
Excels
|
Meets
|
Partial
|
Systems thinking
|
Offers
thorough understanding in reflection with astute insights; models deep sense
of interconnectedness in work with others
|
Good
understanding in reflection with some evidence of interconnectedness in work
with others
|
Needs
more time or additional/
different resources to grasp concepts and be able to apply in work with others |
Deep Design thinking
|
Offers
thorough understanding in reflection with astute insights; models
observations of user needs in work with others
|
Good
understanding in reflection with some evidence of awareness of user needs in
work with others
|
Needs
more time or additional/different resources to grasp concepts and be able to
apply in work with others
|
Adult learning theory
|
Offers
thorough understanding in reflection with astute insights; models awareness
of own assumptions in work with others
|
Good
understanding in reflection with some evidence of awareness of own
assumptions in work with others
|
Needs
more time or additional/different resources to grasp concepts and be able to
apply in work with others
|
Collaboration
|
Development
of products appears stronger with successive weeks, pointing to increased
skill and peer support.
|
Development
of products is good with some evidence of skills increase possibly due to
some peer interaction.
|
Development
of products shows low comfort level with tools and concepts, perhaps little
or no peer interaction or support.
|
Use of digital tools
|
Strong
use of a variety of tools, smooth integration with finished product shows
awareness of enhanced use.
|
Some
use and exploration of available tools, integration with finished product is
adequate.
|
Some
exploration though no visible or verifiable integration of digital tools in
products.
|
Creative storytelling
|
Learner
story shows insight and creative use of media; engaging, thoughtful flow.
|
Learner
story shows adequate comfort level with media
awareness;
good flow.
|
Learner
story either scant or missing; perhaps lack of understanding or low comfort
level?
|
Additional Resources:
The Systems Thinker - Education - site contains resources (articles, how-to guides, case studies, videos) related to systemsthinking in education.
Tools for Systems Thinkers - discussion of six concepts of systems thinking.
The 11 Law of Systems Thinking- another site with systems thinking discussions, grounded in business rather than education, but concepts are still relevant.
Kathy Schrock’s Guide to Digital Storytelling - specifically tools for digital storytelling
StoryCenter - sharing stories as a way to break down barriers to understanding
StoryCorps - building connection through sharing stories
The Kids Should See This - smart videos for curious minds of all ages
Advanced Thinking in Digital Storytelling - by John Orech, teaches digital storytelling workshops for Aurora
University; this site has a broad assortment of resources.
How Personalized Learning is Transforming Adult Education - podcast produced by Getting Smart, a learning
design firm; site hosts subject experts in education, including lifelong learning, using different formats.
Backchannel Chat - easy way to continue a conversation between partners/team members between sessions.
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